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EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 2303260X     EISSN : 25798456     DOI : https://doi.org/10.24235/ibtikar](https://doi.org/
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EL-IBTIKAR is a peer-reviewed academic journal published by the Department of Arabic Language Education at UIN Siber Syekh Nurjati Cirebon. It encompasses Arabic linguistics, literature, educational technology, and pedagogy for non-native speakers
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Articles 192 Documents
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Item Analysis of Arabic Language Test Questions Based on Difficulty Level, Discrimination Index, and Distractor Effectiveness Anisah Firdausi; Maftukh Ghulam Mursyidan; M. Baihaqi
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/r8k4qq42

Abstract

This study aims to analyze the quality of Arabic language test items based on difficulty level, discrimination index, and distractor effectiveness in formative assessment. The research employed a descriptive quantitative approach involving 30 students of an intensive Arabic program. The instrument consisted of 20 multiple-choice items covering grammar (qawā‘id) and text comprehension. Data were analyzed using Classical Test Theory with the assistance of Microsoft Excel and SPSS. The results showed that 14 items were valid while 6 items were invalid. The reliability coefficient (Cronbach’s Alpha) was 0.716, indicating good internal consistency. The difficulty level analysis revealed that 80% of the items were categorized as easy and 20% as moderate, with no difficult items found. In terms of discrimination index, most items were classified as good to very good, indicating their effectiveness in distinguishing students’ abilities. Distractor analysis showed that most distractors functioned adequately, although some items had ineffective distractors due to low selection rates. These findings indicate that although the test instrument is generally reliable and has good discrimination power, improvements are needed in balancing item difficulty and enhancing distractor quality. Therefore, the development of more varied and higher-order thinking (HOTS)-based items is recommended to improve the overall quality of Arabic language assessment.  
Implementation of Role-Play Based Demonstration Methods in Arabic Learning in Class IX Madrasah Tsanawiyah N 2 Pemalang Akhmad Aufa Syukron; Malikha Fatikhaturrohmah
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/hrjs5672

Abstract

The aims of this study is to describe the Implementation of the Arabic Learning with role-play based Demonstration Method at Madrasah Tsanawiyah Negeri 2 Pemalang Class IX and describe the obstacles and solutions in the Implementation of Arabic Language Learning Using the Demonstration Method in Madrasah Class IX Tsanawiyah Negeri 2 Pemalang. This research uses a qualitative approach with a type of field research. Data collection techniques use observation, interviews, and documentation. The data analysis carried out is data reduction, data analysis, and conclusions drawn. The results of the study show that the application of the role-play based demonstration method in Arabic learning in grade IX Madrasah Tsanawiyah Negeri 2 Pemalang can make students more confident in speaking Arabic in class, students are able to pronounce and memorize Arabic vocabulary and data play an active role in learning. Internal factor constraints: limited supporting media. External factors: lack of interest in learning Arabic, environment, and different characteristics. Internal factor solution: leveraging existing technology. External factors: motivate and interest students to learn and pay more attention.
Abraham Maslow's Humanistic Approach In The Learning Of Mahārat al-Kitābah Class 7 Of Islamic Junior High School YMI Wonopringgo Nurul Hidayah; Ahmad Taufiq
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/jj062561

Abstract

This study aims to describe the implementation of Abraham Maslow’s humanistic approach in learning mahārah kitābah for seventh-grade students at SMP Islam YMI Wonopringgo. Writing skill is one of the complex competencies in Arabic language learning, involving cognitive, motor, and emotional aspects. This study employs a qualitative descriptive method with data collection techniques including observation, interviews, and documentation. The data analysis uses the interactive model of Miles and Huberman, which consists of data reduction, data display, and conclusion drawing. The results of the study indicate that the humanistic approach is implemented through the stages of planning, implementation, and evaluation of learning. The teacher fulfills students’ needs based on Maslow’s hierarchy, namely physiological needs, safety needs, love and belonging, esteem, and self-actualization. The learning process is carried out through cooperative learning, the use of visual media, ice breaking activities, and supportive evaluation. This approach has proven to improve students’ motivation, self-confidence, and writing skills in Arabic language learning.
The Use Of Short Drama In Improving Female Students’ Maharah Kalam At Madrasatul Qur’an Aisyah Aisyah; Mualim Wijaya
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/8vmr4n91

Abstract

Pembelajaran maharah kalam di lingkungan pesantren masih menghadapi berbagai tantangan, khususnya rendahnya keaktifan dan kepercayaan diri santri dalam berbicara bahasa Arab. Penelitian ini bertujuan untuk mendeskripsikan penggunaan drama pendek dalam pembelajaran bahasa Arab serta menganalisis kontribusinya terhadap peningkatan maharah kalam santri putri di Lembaga Madrasatul Qur’an Bidang Bahasa Arab PP. Nurul Qur’an. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, serta diuji keabsahannya melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa penerapan drama pendek mampu meningkatkan keaktifan dan keberanian santri dalam berbicara bahasa Arab, memperkaya penggunaan kosakata dan struktur kalimat, serta memperbaiki pengucapan dan intonasi secara bertahap. Drama pendek juga menciptakan suasana pembelajaran yang lebih komunikatif, partisipatif, dan menyenangkan, sehingga membantu menurunkan kecemasan santri saat berbicara. Dari sisi teoretis, temuan ini menguatkan pendekatan Communicative Language Teaching (CLT) serta prinsip scaffolding dalam pembelajaran bahasa Arab di konteks pesantren. Secara praktis, drama pendek dapat dijadikan sebagai alternatif strategi pembelajaran maharah kalam yang aplikatif dan sesuai dengan karakteristik santri pesantren.
Analisis Tingkat Kesulitan Soal dalam Tes Bahasa Arab TOAFL untuk Mahasiswa Imam Nawawi; M. Baihaqi; Choiril Ulfi
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/jcr7w665

Abstract

ABSTRACT This study aims to analyze the difficulty level of test items in the Test of Arabic as a Foreign Language (TOAFL), particularly in the tarākīb (structure) section. This research employs a quantitative approach with a descriptive design. The subjects of the study were 25 university students who took the test in 2021, with a total of 20 items analyzed. The data consisted of the number of students who answered each item correctly, which were then analyzed using the difficulty index formula (P = B/N). The results indicate that there is variation in the difficulty levels of the test items, with a distribution of 5% easy items, 70% moderate items, and 25% difficult items. The majority of the items fall into the moderate category, suggesting that the test instrument has a moderate level of difficulty and is sufficiently effective in measuring students’ abilities. However, this distribution does not fully align with the ideal proportion in educational evaluation theory, particularly due to the very limited number of easy items. The findings imply that the test instrument needs improvement, especially in balancing the distribution of difficulty levels by increasing the number of easy items. This study is expected to contribute to the development of more valid and balanced Arabic language assessment instruments.   Key words: difficulty level, item analysis, TOAFL, tarākīb, Arabic language evaluation   ABSTRAK Penelitian ini bertujuan untuk menganalisis tingkat kesukaran butir soal pada instrumen tes Bahasa Arab jenis TOAFL, khususnya pada aspek tarākīb. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian deskriptif. Subjek penelitian adalah 25 mahasiswa yang mengikuti tes pada tahun 2021, dengan jumlah soal yang dianalisis sebanyak 20 butir. Data penelitian berupa jumlah mahasiswa yang menjawab benar pada setiap butir soal, yang kemudian dianalisis menggunakan rumus indeks kesukaran (P = B/N). Hasil penelitian menunjukkan bahwa terdapat variasi tingkat kesukaran butir soal, dengan distribusi sebesar 5% soal mudah, 70% soal sedang, dan 25% soal sulit. Mayoritas soal berada pada kategori sedang, yang menunjukkan bahwa instrumen tes memiliki tingkat kesukaran yang moderat dan cukup efektif dalam mengukur kemampuan mahasiswa. Namun demikian, distribusi tersebut belum sepenuhnya sesuai dengan proporsi ideal dalam teori evaluasi pendidikan, terutama karena jumlah soal mudah yang sangat terbatas. Implikasi dari penelitian ini menunjukkan bahwa instrumen tes perlu disempurnakan, khususnya dalam menyeimbangkan distribusi tingkat kesukaran dengan menambah jumlah soal kategori mudah. Penelitian ini diharapkan dapat memberikan kontribusi dalam pengembangan instrumen evaluasi pembelajaran bahasa Arab yang lebih berkualitas dan proporsional.   Key words: tingkat kesukaran, analisis butir soal, TOAFL, tarākīb, evaluasi pembelajaran bahasa Arab   الملخص   يهدف هذا البحث إلى تحليل مستوى صعوبة فقرات الأسئلة في أداة اختبار اللغة العربية من نوع (TOAFL)، وخاصة في جانب التراكيب. استخدم هذا البحث المنهج الكمي بنوعه الوصفي. وتكوّن مجتمع البحث من 25 طالبًا شاركوا في الاختبار عام 2021، بعدد 20 فقرة تم تحليلها. وتمثلت بيانات البحث في عدد الطلاب الذين أجابوا إجابة صحيحة عن كل فقرة، ثم تم تحليلها باستخدام معادلة معامل الصعوبة (P = B/N). أظهرت نتائج البحث وجود تباين في مستوى صعوبة فقرات الأسئلة، حيث بلغت نسبة الأسئلة السهلة 5%، والمتوسطة 70%، والصعبة 25%. وكانت غالبية الأسئلة ضمن الفئة المتوسطة، مما يدل على أن أداة الاختبار تمتلك مستوى صعوبة معتدلًا وفعالية كافية في قياس قدرة الطلاب. ومع ذلك، فإن هذا التوزيع لم يتوافق تمامًا مع النسبة المثالية في نظرية تقويم التعليم، خاصة بسبب قلة عدد الأسئلة السهلة. وتشير نتائج البحث إلى ضرورة تطوير أداة الاختبار، ولا سيما في تحقيق التوازن في توزيع مستويات الصعوبة من خلال زيادة عدد الأسئلة السهلة. ومن المتوقع أن يسهم هذا البحث في تطوير أدوات تقويم تعلم اللغة العربية بشكل أكثر جودة وتوازنًا.   الكلمات المفتاحية: مستوى الصعوبة، تحليل فقرات الاختبار، TOAFL، التراكيب، تقويم تعلم اللغة العربية
Arabic Vocabulary Learning Strategies Based on Al-Af’al al-Yaumiyyah for Ulya Student at Ma’hadut Tholabah Islamic Boarding School Tazkiyatun Nufus; Faliqul ISbah
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ya7pw917

Abstract

This research was motivated by the low Arabic vocabulary mastery among students in the ulya class at the Ma'hadut Tholabah Babakan Tegal Islamic Boarding School, particularly in understanding and using vocabulary contextually in everyday communication. The book Al-Af'al al-Yaumiyyah, a learning resource containing vocabulary for daily activities, has not been optimally utilized in the learning process. This study aims to describe and analyze vocabulary learning strategies based on this book and evaluate their effectiveness in improving Arabic vocabulary mastery. This study used a qualitative descriptive approach with data collection techniques through observation, interviews, and documentation. The results showed that the learning strategies implemented included vocabulary presentation, repetition (drill), practice of usage in everyday communication, and assignments on memorization and sentence construction. The implementation of these strategies proved effective in improving students' vocabulary mastery, activeness, and learning motivation. Furthermore, a supportive language environment contributed to the success of the learning. Thus, vocabulary learning strategies based on the book Al-Af'al al-Yaumiyyah can be an effective, contextual, and applicable alternative in improving the Arabic language skills of students in Islamic boarding schools.
Analyzing Imla’ and I’rab Errors in Grade XI Arabic Textbook of Indonesia’s Ministry Religious Affairs Wahyu Candra Saputra; Muhammad Zayinil Akhas
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/rqq44d96

Abstract

This study was motivated by the discovery of various imla’ and i’rab errors in the Dars al-Lughah al-Arabiyyah textbook for the eleventh grade published by the Ministry of Religious Affairs of the Republic of Indonesia in 2020, which is used as teaching material in scool. This study aims to identify, classify, and explain the forms of errors in the writing of nominal sentences, verbal sentences, and particles contained in the textbook. The research employed a descriptive qualitative approach using library research methods. The data consisted of words and sentences containing linguistic errors in the textbook, while the data collection techniques were conducted through documentation and content analysis. The results of the study revealed that there were 60 linguistic errors consisting of 30 imla’ errors and 30 i’rab errors. The most dominant imla’ errors were found in the writing of hamzah qaṭh and hamzah waṣl, while i’rab errors mostly occurred in the inappropriate use of final word inflections within grammatical structures, such as errors in maf‘ul bih, iḍafah, tawabi’, and the structure of musnad and musnad ilaih. These findings indicate the need for more careful linguistic revision and editing of Arabic textbooks before they are used in the learning process. Keywords: Error Analysis, Imla’, I’rab, Arabic teaching manual. Penelitian ini dilatarbelakangi oleh ditemukannya berbagai kesalahan imla’ dan i’rab dalam buku Dars al-Lughah al-Arabiyyah kelas XI terbitan Kementerian Agama Republik Indonesia tahun 2020 yang digunakan sebagai bahan ajar di madrasah. Penelitian ini bertujuan untuk mengidentifikasi, mengklasifikasi, serta menjelaskan bentuk-bentuk kesalahan imla’ dan i’rab pada penulisan kalimat isim, fi’il, dan huruf dalam buku tersebut. Penelitian menggunakan pendekatan kualitatif deskriptif dengan jenis penelitian kepustakaan (library research). Data penelitian berupa kata dan kalimat yang mengandung kesalahan bahasa dalam buku ajar, sedangkan teknik pengumpulan data dilakukan melalui dokumentasi dan analisis isi. Hasil penelitian menunjukkan bahwa ditemukan 60 kesalahan bahasa yang terdiri atas 30 kesalahan imla’ dan 30 kesalahan i’rab. Kesalahan imla’ paling dominan terdapat pada penulisan hamzah qath’ dan hamzah wasl, sedangkan kesalahan i’rab banyak terjadi pada ketidaksesuaian harakat akhir kata dalam struktur nahwu, seperti kesalahan pada maf’ul bih, idhafah, tawabi’, dan susunan musnat musnat ilaih. Temuan ini menunjukkan perlunya revisi dan penyuntingan linguistik secara lebih teliti terhadap buku ajar bahasa Arab sebelum digunakan dalam proses pembelajaran. Kata kunci: Analisis kesalahan, Imla’, I’rab, Buku ajar bahasa arab. ينطلق هذا البحث لكثرة الأخطاء الإملائية والإعرابية الواردة في كتاب درس اللغة العربية للفصل الحادي عشر الصادر وزارة الشؤون الدينية الإندونيسيا سنة 2020 م الذي يستخدم لمادة تعليمية في المدارس. ويهدف هذا البحث إلى الكشف عن أشكال الأخطاء الإملائية والإعرابية في كتابة الاسم والفعل والحرف مع تصنيفها وتحليلها وفق القواعد الصحيحة للغة العربية. واعتمد الباحث لمنهج الكيفي الوصفي من خلال الدراسة المكتبية حيث تمثلت البيانات في الكلمات والجمل التي اشتملت على الأخطاء اللغوية في الكتاب وجمع البيانات بأسلوب التوثيق وتحليل المحتوى. وقد أظهرت نتائج البحث وجود ستنين خطأ لغوي منها ثلاثوون خطأ إملائيا وثلاثون خطأ إعرابيا. وكانت أكثر الأخطاء الإملائية شئيعة في كتابة همزة القطع وهمزة الوصل. وتكررت الأخطاء الإعرابية في التركيب النحوية مثل المفعول به والإضافة والتوابع والإسناد. وتدل هذه النتائج على أهمية المراجعة اللغوية والعلمية الدقيقة في كتابته قبل اعتمادها لعمالية التعليمية. الكلمات الرئيسية: تحليل الأخطاء، الإملاء، الإعراب، كتاب درس اللغة العربية
Revisiting Ibn Khaldun's Arabic Language Education Theory: A Pedagogical Framework for Contemporary Learning Pradi Khusufi Syamsu; Muhamad Towil Akhirudin
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/40vz8h07

Abstract

Contemporary Arabic language education faces a serious pedagogical crisis: the dominance of grammatical rote learning, the absence of immersive language environments, and the failure to integrate socio-cultural dimensions into curricula. Despite numerous studies on Ibn Khaldun's thought, no research has constructed a unified, operational pedagogical framework from his work. This study aims to construct a comprehensive pedagogical framework from Ibn Khaldun's Arabic language education theory in Al-Muqaddimah and elaborate its relevance for contemporary Arabic language learning. Employing a qualitative approach with a systematic literature review (SLR) design and thematic-comparative content analysis, this study examines the primary source Al-Muqaddimah alongside 76 secondary sources in Indonesian and English, collected via Google Scholar, SINTA, and Scopus. Source triangulation ensures data trustworthiness. The study identifies six pedagogical pillars in Ibn Khaldun: malakah (linguistic habitus), tadarruj (gradual staging), tikrār (structured repetition), munāẓarah (scholarly dialogue), riḥlah (authentic experience), and asabiyyah (socio-cultural ecology). These pillars correspond profoundly to Vygotsky's scaffolding, spaced repetition, CLT, Kolb's experiential learning, and Wenger's community of practice — establishing Ibn Khaldun as a pedagogical pioneer six centuries ahead of these theories. This study contributes an operational six-pillar pedagogical framework and identifies asabiyyah as a critically neglected pedagogical variable, with implications for Arabic language curriculum reform and the design of digital learning platforms.
Giant Snakes and Ladders Media for Arabic Vocabulary Learning in Primary School Safarina Khoirun Nida; Jauhar Ali
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/tx5zwf07

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya minat dan keterlibatan siswa dalam pembelajaran pemahaman bahasa Arab yang cenderung monoton dan kurang interaktif. Penelitian ini bertujuan mengembangkan media permainan ular tangga raksasa yang valid, praktis, dan efektif dalam mendukung pembelajaran. Metode yang digunakan adalah Research and Development (R&D) dengan tahapan analisis kebutuhan, perancangan, pengembangan, validasi, dan uji coba produk. Subjek penelitian meliputi siswa kelas VI, ahli media, dan ahli materi. Data dikumpulkan melalui kuesioner respon siswa untuk mengukur kelayakan media. Hasil penelitian menunjukkan bahwa media permainan ular tangga raksasa memperoleh respon positif dari siswa. Berdasarkan uji coba terhadap 31 responden, sebanyak 48% siswa memberikan penilaian “Sangat Layak”, 42% “Layak”, dan 10% “Cukup Layak”. Rata-rata respon siswa mencapai 82,06% yang termasuk dalam kategori “Sangat Layak”. Media ini terbukti mampu meningkatkan keaktifan, motivasi, dan keterlibatan siswa dalam pembelajaran kosakata bahasa Arab melalui aktivitas belajar yang interaktif dan menyenangkan. Meskipun terdapat kendala teknis berupa keterbatasan ruang kelas dan kondisi cuaca saat penggunaan di luar ruangan, media ini tetap efektif dalam menciptakan suasana belajar yang aktif dan menarik.
An Error Analysis of Punctuation Use in Scientific Articles Written by Students of the Arabic Language Education Department at the State Islamic University of North Sumatra Zikrani Khalilah; Zulheddi Zulheddi
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/08avpg71

Abstract

This study aims to analyze punctuation errors in Arabic-language academic articles written by students of the Arabic Language Education Study Program at Universitas Islam Negeri Sumatera Utara and published in Al-Ihya Journal edition 2025. The background of this research is the frequent occurrence of punctuation inaccuracies that affect the clarity and quality of academic writing. This study employs a descriptive qualitative approach using content analysis. The data consist of three articles written by 2021 cohort students, analyzed through documentation techniques including identification, classification, and interpretation of punctuation errors. The findings reveal 16 punctuation errors dominated by comma misuse (الفاصلة), followed by quotation marks, periods, colons, and parentheses. The types of errors identified include omission, addition, and inconsistency. These errors indicate that students still face difficulties in understanding the functions of punctuation within Arabic sentence structures. The study concludes that punctuation errors remain a significant issue in students’ academic writing and should receive greater attention in Arabic writing instruction.

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